Top Ten Things to Do Now in Preparation for TAKS

Welcome
Texas Turnaround Center
and
School Improvement Resource Center
Webinar
W bi
January 19, 2010

We will begin at 1:00 p.m. CST. If you are not hearing any audio
We will begin at 1:00 p m CST If you are not hearing any audio
through your speakers, click the Audio Setup link to adjust
mic/speaker settings or call 512‐919‐5132 for assistance.
1

© 2010 Texas Turnaround Center and SIRC

Agenda
• Introductions and logistics
Introductions and logistics
• Presentation:
–It's Spring, It's Spring ‐ What Do I Bring?
• Q ti
Questions and answers
d
• Survey immediately following the webinar
y y g


Introductions
• Moderator: Catherine Haynes
y
Project Manager
• Presenter: John Fessenden
Director of Accountability and Research
Del Valle ISD
• Technical Support: Nicole Morales
nicole.morales@esc13.txed.net
512‐919‐5132

Webinar Logistics:
g
Technical Difficulties
• Audio difficulties – what to do
• Phoning in for audio capability
– Webinar ID: 849‐230‐930
– Phone Number: 1.877.739.5903
– Access Code: 254‐087‐542
– Audio PIN: Provided to you after joining the
Audio PIN: Provided to you after joining the
webinar


Webinar Logistics:
Webinar Logistics:
Asking Questions
• To ask a question, please use the “Question” feature
of the Webinar software. We will address most
questions live at the end of the presentation.
i li h d f h i

• If
If you prefer to have a personal answer to a logistical
f t h l t l i ti l
question, then please contact Nicole at
Nicole.morales@esc13.txed.net or 512.919.5132
@


TTC/SIRC Webinar
/
2009‐2010 Series
Intended Audience: CITs, TAPs and CAMS (but open
to anyone)
When *:
1. Tues, Sept 15
2. Mon, Nov 16
,
3. Tues, Jan 19
4. Tues, April 20
* Starting at 1:00 CST
Starting at 1:00 CST 6


Next: John Fessenden
John Fessenden
Suggested documents:
‐ PDF document: Webinar PPT
‐ PDF document: It’s Spring It’s Spring: Handout
PDF document: It s Spring, It s Spring: Handout
Materials
‐ Excel spreadsheet: Campus Accountability: 2009
Excel spreadsheet: Campus Accountability: 2009
and Preview of 2010
‐ Excel spreadsheet: Campus Planning Template
Excel spreadsheet: Campus Planning Template


Our Presenter
Our Presenter

John Fessenden
John Fessenden
Director of Accountability
and Research
and Research
Del Valle Independent
School District

8


It’s Spring, It’s Spring . . .
What Do I Bring?
Wh t D I B i ?
A Top Ten List of What To “Bring to the Table”
To Help Campuses Prepare for Spring 2010 Testing

Texas Turnaround Center Webinar
January 19, 2010

John Fessenden
9
Del Valle Independent School District
john.fessenden@del‐valle.k12.tx.us

Objective
• Identify and discuss ways that TAPs/CITs/CAMs or
Identify and discuss ways that TAPs/CITs/CAMs or
others working with campuses can help
campuses prepare for Spring 2010 TAKS testing
campuses prepare for Spring 2010 TAKS testing

– Not a comprehensive list of everything that needs to
Not a comprehensive list of everything that needs to
be done

– Highlight key activities that have been effective for
campuses in the past
campuses in the past 10


Poll Question
P ll Q ti
• In a minute a poll question will pop
up on your screen

• Please take a moment to submit
your answer by clicking one of the
your answer by clicking one of the
options


Poll Question 1
Poll Question 1
1. What is your current role in the educational
What is your current role in the educational
process?
a. CIT, TAP, CAM, or other Educational Consultant
b. ESC representative
c. Superintendent or other Central Office representative
d. Campus Principal or other Campus representative

12


The Top 10 List
The Top 10 List
1. Know the rules for AEIS and AYP in 2010 and
1 Know the rules for AEIS and AYP in 2010 and
communicate the basics to all staff members

2. Ensure that all staff members are aware of
the TAKS passing standards so that they can
h TAKS i d d h h
articulate the expectations to students


The Top 10 List
The Top 10 List
3. Develop and implement the use of
Develop and implement the use of
individualized TAKS goal performance sheets
for students and involve students in setting
personal goals

4. Review scope and sequence of TAKS‐tested
subject areas to ensure that teachers have
covered all tested TEKS prior to test date AND
have allowed sufficient time for review


The Top 10 List
The Top 10 List
5. Ensure that tutoring resources are targeting
5 Ensure that tutoring resources are targeting
student needs based on TAKS objectives

6. Enlist ALL teachers (Art, Music, PE, Electives)
in the process of preparing for test
i h f i f
administration


The Top 10 List
The Top 10 List
7. Review the test decision making for students
7 Review the test decision‐making for students
receiving special education services and
ensure that all needed allowable
ensure that all needed allowable
accommodations have been considered and
are being implemented
are being implemented

8. Revise plans for SSI grades and subjects
8 R i l f SSI d d bj
based on changes to SSI


The Top 10 List
The Top 10 List
9. Strategically plan for room assignments for
9 Strategically plan for room assignments for
testing and communicate expectations for
active monitoring to all teachers

10.Plan an after TAKS reward activity for all
10 Pl f TAKS d i i f ll
students who exhibit effort during testing


# 1
Know the rules for AEIS and
AYP in 2010 and
communicate the basics to all
communicate the basics to all
staff members

18


Poll Question 2
Poll Question 2
2. Which of the following is likely to have the biggest
single impact on accountability ratings in 2010?

a. TPM

b. Vertical Scales
b V i lS l

c.
c The increasing standards in AEIS and AYP
The increasing standards in AEIS and AYP

d. The inclusion of TAKS‐Acc
19

# 1 Knowing the 2010 Rules
# 1 – Knowing the 2010 Rules
• 4 Major Changes to AEIS in 2010

– Increased performance standards for campus/district ratings

– Increased rigor of “Met Standard” on
Increased rigor of Met Standard on
• Reading – Grades 6 and 8

– No 2nd administration of 3rd Grade Reading
No 2 administration of 3 Grade Reading

– Inclusion of TAKS‐Accommodated in
• Reading Grades 3 9
Reading – Grades 3‐9
• ELA – Grade 10
• Math – Grades 3‐10
• Writing – Grades 4 and 7
20


• 1 Major Change to AYP in 2010

– Increased performance standards for
campus/district ratings
• 73% for Reading/ELA
• 67% for Math

21


 Including ALL TAKS-Accommodated tests will have
 No Change in AYP
2010 BUT, the impact will be minimal

Standards
an impact on state assessment results AEIS AYP
assessments
 AND TPM will help for students who get close to “Met Standard”
p g
State Assessment Indicators
TAKS
TAKS TAKS-Accommodated
Tests
T t TAKS-Accommodated TAKS-M
TAKS M
 All grades and subjects TAKS-Alt
TAKS LAT

Reading/ELA (3-11) Reading/ELA (3-8 and 10)
Math (3-11) Math (3 8 d
M th (3-8 and 10)
Subjects (Grade Levels) Writing (4 and 7)
Social Studies (8, 10 and 11)
Science (5, 8, 10 and 11)

Acad
Performance Standards Accept
Recog Exemp Meets AYP

Performance = 73%
Reading/ELA 70% 80% 90%
Participation = 95%
Performance = 67%
Math 60% 80% 90%
Participation = 95%

Writing 70% 80% 90%

Science 55% 80% 90%

Social Studies 70% 80% 90% Handout Page 1

• Increased rigor of “Met Standard” on

– Reading – Grades 6 and 8

– Resulting from full implementation of Vertical
g p
Scales
• Reading and Math
– Grades 3‐8 (English)
– Grades 3‐5 (Spanish)
» HB 3 Eliminated 6th Grade Spanish beginning in 2009‐10
p g g
23


Handout Page 2

Vertical Scales – English (Met Standard)

24

Handout Page 2

Vertical Scales – English (Commended)

25

Handout Page 3

Vertical Scales – Spanish (Met Standard)

HB
3

26

Handout Page 4

Vertical Scales – Spanish (Commended)

HB
3

27

Handout Page 4
Vertical Scale – Required Adjustments to
Performance Standards
Performance Standards
• Aligning the current horizontal scale scores (2100 for Met Standard and 2400 for
Commended) to vertical scale scores will require the “cutpoints” for “Met Standard”
and “Commended” on some assessments to be increased
d “C d d” b i d
TAKS English TAKS Spanish
Grade Subject
Met Std Commended Met Std Commended
Reading - - - -
3
Math - - Increase -
Reading - - - -
4
Math - - Increase Increase
Reading - - - -
5
Math - Increase - -
Reading Increase Increase Increase HB Increase
6 3
Math - Increase Increase Increase

7
Reading - -
Will apply 28
beginning in Spring
Math - -
Reading Increase Increase
8
2010 28
Math - Increase

Handout Page 5
Vertical Scale Score
E-670 Vertical Scale
(Interpreting Increase in Performance Standard – 8th Grade)
(Interpreting Increase in Performance Standard
Horizontal Scale Score
2100 = Met Standard in 2009

Raw Score = 33 Questions Correct

© 2010 Texas Turnaround Center and SIRC 29

Handout Page 5
Vertical Scale Score
E-700 Vertical Scale
(Interpreting Increase in Performance Standard – 8th Grade)
(Interpreting Increase in Performance Standard
Horizontal Scale Score
2156

Raw Score = 37 Questions Correct

© 2010 Texas Turnaround Center and SIRC 30

• Increased passing standards on

– Reading – Grades 6 and 8
• 6th Grade = 3 questions more difficult to pass
• 8th Grade = 4 questions more difficult to pass

31


• Evaluating impact of 4 major changes to AEIS

– Increased performance standards for ratings

– Increased rigor for “Met Standard” in 6th and 8th Grade
Reading

– Elimination of 2nd administration in 3rd Grade Reading

– Inclusion of TAKS‐Accommodated in Reading/ELA,
Math and Writing
Math and Writing 32


• 2008‐09 AEIS Reports Provide a “Preview” of 2010

33

# 1 – Knowing 1 2 3 4 5 6 7

the 2010 Rules

• Summary table using
– The 2009 Campus
Accountability Data
Table
– The 2008‐09 Campus
AEIS Report

• Shows impact of 2010
changes

• Trust the TPM Bump!

34
Handout Page 6

Poll Question 3
Poll Question 3
3. Which of the following is likely to have the biggest
single impact on accountability ratings in 2010?

a. TPM

b. Vertical Scales
b V i lS l

c.
c The increasing standards in AEIS and AYP
The increasing standards in AEIS and AYP

d. The inclusion of TAKS‐Acc
35

# 2
Ensure that all staff members
are aware of the TAKS passing
standards so that they can
standards so that they can
articulate the expectations to
students
36


# 2 TAKS Passing Standards
# 2 – TAKS Passing Standards
• The raw score and percent correct for any TAKS test may vary
The raw score and percent correct for any TAKS test may vary
slightly from year to year

– Raw score/percent correct necessary to “Meet Standard” are set
/
based on difficulty of questions included on that year’s test
• Scale score for “Met Standard” ensures that rigor of passing each year
remains the same
i th

– Nevertheless, the raw score/percent correct necessary to “Meet
Standard” in any year CAN be used as an estimate of the passing
d d” b d f h
standard

37


# 2 TAKS Passing Standards
# 2 – TAKS Passing Standards

• Spring 2009 Raw Scores
– Met Standard
– Commended
– For
• TAKS and TAKS‐Acc
• TAKS‐M
– Can be used to estimate passing standards in 2010
38


39

© 2010 Texas Turnaround Center and SIRC Handout Page 7

# 3
Develop and implement the
use of individualized TAKS
goal performance sheets for
goal performance sheets for
students and involve students
in setting personal goals
in setting personal goals
40


# 3 Individual Goal Setting
# 3 – Individual Goal Setting
• Involve students in setting performance goals
Involve students in setting performance goals
– Review past test performance
– Students self identify relative strengths and
Students self‐identify relative strengths and
weaknesses
• Plot performance on visual graphs/depictions
Plot performance on visual graphs/depictions
• Set goals for 2010
• Identify steps for accomplishing goals

41


# 3 – Individual Goal Setting

42


# 4
Review scope and sequence of
TAKS‐tested subject areas to
ensure that teachers have
covered all tested TEKS prior to
test date AND have allowed
sufficient time for review
43


# 4 Organizing the Year
# 4 – Organizing the Year
• Review Scope and Sequence in each TAKS‐tested
Review Scope and Sequence in each TAKS tested
subject

– All tested TEKS covered by end of March or early April

– Dedicate 10 to 15 days to TAKS preparation
• Content review
• Test taking strategies
Test taking strategies
– Practice using formula charts
– Identification of hardest problems
44


# 4 – Organizing the Year
g g
• Visual tool (developed by Ervin Knezek, Region XIII ESC)
– Cover the “big rocks” of TEKS prior to April
– What students are struggling?
gg g
– What interventions?

45


# 5
Ensure that tutoring
g
resources are targeting
student needs based on TAKS
student needs based on TAKS
objectives

46


# 5 Focus Tutoring on Student Needs
# 5 – Focus Tutoring on Student Needs
• Understand Objectives tested in each subject
Understand Objectives tested in each subject
area and relative importance
– TAKS blueprints
TAKS blueprints

47


• Blueprints
p
– TAKS and TAKS‐
Acc
– TAKS‐M
TAKS M

• Region XIII
– http://www5.es
c13.net/assess
ment/

48


• Blueprints
p
– TAKS and TAKS‐
Acc
– TAKS‐M
TAKS M

• Region XIII
– http://www5.es
c13.net/assess
ment/

49


• Begin TAKS‐based tutorial support as soon as
Begin TAKS based tutorial support as soon as
possible
– Organize based on Objective
Organize based on Objective
• Identify students based on Mock tests or other
benchmarks tests conducted during the 2009‐10 school
year
• Focus on areas of need
• START with areas of relative strength
h f l h
– Build confidence of students
– Encourages participation and buy in
g p p y
50


• Identify effective tutoring
Identify effective tutoring
– Not all teachers are effective tutors
– Train tutors in teaching practices
gp
• Observe in class before providing tutoring
– Reinforce, not reinvent
• Struggling students benefit from consistency of
teaching strategy
• Be cautious of requiring struggling students to relearn
Be cautious of requiring struggling students to relearn
another process
– May create confusion rather than provide clarity
51


# 6
Enlist ALL teachers (Art,
( ,
Music, PE, Electives) in the
process of preparing for test
process of preparing for test
administration

52


# 6 All for One and One for All
# 6 – All for One and One for All
• Use selected TAKS warm‐up questions in all class periods
– Elective teachers partner with content‐area teachers

• D
Department chairs provide questions with explanations
t t h i id ti ith l ti

• Consider
– Have students work in pairs
– Share how they solved the problem
– Ask if others answered the question differently
Ask if others answered the question differently

• Possibly create competitions between classes or class periods
53


# 6 All for One and One for All
# 6 – All for One and One for All
• Fosters collaboration and unity among staff
Fosters collaboration and unity among staff

• Helps elective teachers understand the rigor
l l i h d d h i
and process of testing
– Sense of ownership and involvement in student
achievement and campus results

54


# 7
Review the test decision‐making for
students receiving special education
services and ensure that all needed
allowable accommodations have been
considered and are being
implemented
i l d

55


# 7 Special Education Issues
# 7 – Special Education Issues
• Proficiency for AYP equals

– Met Std on General Assessment
• TAKS, TAKS‐Accommodated, TAKS LAT

– Met Standard on TAKS‐M – SUBJECT TO A LIMIT
• There is NO limit on the number of TAKS‐M takers
• There IS a limit on the number of TAKS‐M passers that can be considered Proficient
There IS a limit on the number of TAKS M passers that can be considered Proficient
• Limit = 2% of the total number of students enrolled in the district in grades 3‐8 and 10

– Met Standard on TAKS‐Alt – SUBJECT TO A LIMIT
• There is NO limit on the number of TAKS‐Alt takers
• There IS a limit on the number of TAKS‐Alt passers that can be considered Proficient
• Limit = 1% of the total number of students enrolled in the district in grades 3‐8 and 10

56


The Caps Are Based on Number of Students Anticipated to Meet Test Criteria
Th C A B d N b f St d t A ti i t d t M t T t C it i

Description of
Texas
Assessments Allowed Proficiency for AYP
y
Assessments
under NCLB Regs

TAKS
General Assessment with
(Including
(I l di
or without ~ 65-70% of SpEddstudents
Met St d
M t Standard
TAKS-Acc and or Met TPM
accommodations
TAKS LAT)

Alternate Assessment
Met Standard – Up to a number that
based on Modified EGL
TAKS-M equals 2% ofAll students enrolled in
2% of all Students =
Academic Achievement ~ 20-25% of SpEd students
grades 3-8 and 10 in the LEA
Standards

Alternate Assessment
Met Standard – Up to a number that
based on Alternate EGL
TAKS-Alt equals 1% ofAll students enrolled in
1% of all Students =
Academic Achievement ~ 10%3-8 and 10 students 57
grades of SpEd in the LEA
Standards

• What if we were to graph the distribution from the previous
g p p
slide in a pie chart?

58


What the Distribution of TAKS, TAKS‐Acc, TAKS‐M and TAKS‐Alt Might Look Like When ALL
Students Receiving Special Education Have Received Enrolled Grade Level Instruction

3rd 4th 5th 6th 7th 8th 10th

TAKS TAKS TAKS TAKS TAKS TAKS TAKS
or or or or or or or
TAKS- TAKS- TAKS- TAKS- TAKS- TAKS- TAKS-
Acc Acc Acc Acc Acc Acc Acc

TAKS-M TAKS-M TAKS-M TAKS-M TAKS-M TAKS-M TAKS-M

TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt

Students Receiving Special Education Services – By Grade Level

What the Distribution of TAKS, TAKS‐Acc, TAKS‐M and TAKS‐Alt Might Look Like Across
Grade Levels in 2009‐10

3rd 4th 5th 6th 7th 8th 10th

Combined effect of
Combined effect of
– Disability; and TAKS
TAKS
or
– Cumulative impact of below TAKS or
TAKS TAKS-
or TAKS-
EGL instruction prior to or Acc
TAKS TAKS
TAKS- Acc
TAKS
2007‐08 TAKS TAKS-
or Acc
or or Acc
TAKS- TAKS- TAKS-
Acc Acc Acc

TAKS-M
TAKS-M
TAKS-M
TAKS-M

TAKS-M TAKS-M TAKS-M

TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt TAKS-Alt

Students Receiving Special Education Services – By Grade Level

• Given the cumulative impact of disability and
Given the cumulative impact of disability and
years of below EGL instruction prior to 2007‐
08?

• Wh
What might the “pie charts” look like at
i h h “ i h ” l k lik
– Elementary Schools
– Middle Schools
– High Schools?
61


Handout Page 12

• Planning for 2010 – State Assessment Framework by Campus
g y p
Type

Middle School
Elementary

High School
g
62


• Sample Planning Tool
Sample Planning Tool

63
Handout Page 13

• Sample Planning Tool
Sample Planning Tool

64
Handout Page 13

• Accommodations

– Presentation Accommodations
• Allow students to access information in ways that do not require them to visually
read standard print

– Response Accommodations
• Allow students to complete assignments, tests, and activities in different ways or to
solve or organize problems using some type of assistive device
solve or organize problems using some type of assistive device
• Supplemental Aids

– Setting Accommodations
g
• Change the location in which a test or assignment is given

– Timing/Scheduling Accommodations
• Alter the allowable length of time to complete a test or assignment 65


• An accommodation may be appropriate for instructional use
but may not be appropriate or allowed on a state
assessment
– Example: student‐made journals
• Appropriate in class
• Not appropriate for state assessment – too lengthy, may contain specific
Not appropriate for state assessment too lengthy, may contain specific
examples

• Just because an accommodation is not allowed on the state
assessment does not mean it isn’t appropriate for
instructional use
i t ti l 66


Supplemental Aids
Supplemental Aids

67


• A Supplemental Aid must
pp
– Be a tool that a student knows how to use
– Not a source of direct answers for the TEKS assessed at each grade
level
– Be routinely used in instruction and testing
– Be documented in the student’s IEP

• A Supplemental Aid should
– Be concise and well‐organized so that a student can quickly access the
Be concise and well‐organized so that a student can quickly access the
information
– Not contain numerous pages
68


• Consider developing a packet of allowable Supplemental Aids
p g p pp
for each content area
– Content experts in the district confirm that the aids are not sources of
direct answers
direct answers
– Special education experts assist in ensuring usefulness to students

• Entire packet is not used by every student
– Specific tools are selected based on needs of student

• See TEA’s presentations on Allowable Accommodations
69


Poll Question 4
Poll Question 4
4. To be allowed on state assessment, a supplemental
aid must be used every day in class

a. True

b. False
b F l

70

# 8
Revise plans for SSI grades
Revise plans for SSI grades
and subjects based on
changes to SSI

71


# 8 SSI Changes
# 8 – SSI Changes
• Major Changes for 2009‐10 – HB 3

– No SSI requirements for Grade 3 Reading
• No retesting, GPCs, etc.
• Accountability implications
– Elimination of 2nd administration
– Fewer “passers” for accountability purposes

– Consider creating an “SSI‐like” process within the
district/campus
• Mock test with 2009 Grade 3 TAKS Reading released test in late February
or early March
• Provide accelerated instruction to students who do not pass (or who
Provide accelerated instruction to students who do not pass (or who 72
barely pass)

# 8 – SSI Changes
g
• Major Changes for 2009‐10 – HB 3

– SSI continues for Grades 5 & 8 Reading and Math
• BUT . . .
– 1st Administration of Reading has been moved from March 3, 2010 to April 7, 2010
– 2nd Administration of Reading is May 19, 2010
• Issues
– Restructuring of Scope and Sequence in 5th and 8th Grade Reading?
» 19 more days of instruction prior to 1st administration
– “Data crunch” in late April
Receive results from 1st administration of Reading and Math the same day
» R i lt f 1 d i i t ti f R di d M th th d
» Challenge to begin accelerated instruction
– Planning for summer school
» Must plan for all students taking 2nd administration in either Reading or Math
Must plan for all students taking 2 administration in either Reading or Math
73
» Then “excuse” students who Meet Standard on 2nd administration


# 9
Strategically plan for room
g yp
assignments for testing and
communicate expectations for

74


# 9 Room Assignments and Active Monitoring
# 9 – Room Assignments and Active Monitoring

• Involve teachers in the planning for room
p g
assignments for students

– Which students perform better for which teachers?
Which students perform better for which teachers?

– Which students are likely perform well regardless of
yp g
setting?

– Which students are receiving accommodations
Which students are receiving accommodations
• Small group
• Oral administration
– Group students by similarity of pacing
Group students by similarity of pacing 75



• Develop checklist for monitoring test
Develop checklist for monitoring test
administration

– Discuss during training of test administrators

– Establish clear expectations

– Use during mock testing prior to TAKS
76


• Develop checklist for monitoring test administration

77

Handout Page 15

• Web‐based Test Administrator Training Modules
– Newly available ‐ January 11, 2010
– A
Access at http://www.TexasAssessment.com/TAonlinetraining
t htt // T A t /TA li t i i

• Three modules

– Active Monitoring
• Understanding expectations of active monitoring
• Correctly implementing active monitoring
• Differentiating between active monitoring and unauthorized viewing
Differentiating between active monitoring and unauthorized viewing
• Common errors made by students to look for during active monitoring
• Identifying blank answer documents through active monitoring
• Addressing students who turn in an answer document or scorable test booklet with
responses left blank

– Distribution of Test Materials

– Proper Handling of Secure Materials
Proper Handling of Secure Materials
78



• Active Monitoring Example

79



• 3rd Grade Example

80


# 10
Plan an after TAKS reward
Plan an after TAKS reward
activity for all students who
exhibit effort during testing

81


# 10 After TAKS
# 10 – After TAKS

• Plan a collective reward/fun activity
Plan a collective reward/fun activity

– Designed to include ALL students who exhibited
Designed to include ALL students who exhibited
good effort on test
• NOT based on anticipated performance/result
NOT based on anticipated performance/result

– Teachers record effort during testing
g g
• Emphasize intention to include as many students as
possible
82


# 10 After TAKS
# 10 – After TAKS

• Student Effort During Testing

83

Handout Page 16

Question and Answers

Responses to questions
Responses to questions
posed during John’s portion
of the webinar
of the webinar


John Fessenden
Del Valle Independent School District
p
512-386-3118
j
john.fessenden@del-valle.k12.tx.us


In Conclusion
In Conclusion
‐ By Friday, Jan 21st this webinar will be
By Friday, Jan 21 this webinar will be
archived and available on The Texas
Turnaround Center’s website.
‐ http://www.txturnaround.org/webinars.html
‐ Immediately following this webinar, a brief
y g ,
survey will appear in the browser window.
Please respond before closing the browser.
Use scale of 1 if strongly disagree with the
statement and 5 if strongly agree.


Top Ten Things to Do Now in Preparation for TAKS

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